Ancient Greek Intensive Course - Part 1

Added: 2026-05-05

[00:00:00]Heat.

[00:00:09]Heat.

[00:00:19]I fantastic people And people hear me in Batena, are you there?

[00:00:54]>> Good evening.

[00:00:55]>> Hey, >> fantastic. All right, here's what I'm going to do. I am going to jump right into things. So, I want everybody else to mute. Please, please mute mute yourselves. Malina, I want you to keep yours open because I need you to respond.

[00:01:16]>> All right.

[00:01:18]>> Fantastic. Let me just start by asking you read the introduction in chapter one which is unit one.

[00:01:26]>> What is your what is your comfort level?

[00:01:30]Do you feel good? Do you how do you feel?

[00:01:33]>> Um I'd say I'm a solid >> eight out of 10.

[00:01:38]>> Eight out of 10. I'm glad that you're honest and you didn't say you understand everything because never will.

[00:01:47]>> Yeah. Yeah.

[00:01:48]>> Okay. And that's not the purpose for you just to read this and for you to understand everything.

[00:01:56]Purpose is to get the operating system going and to get functional. Right.

[00:02:02]>> Yeah.

[00:02:04]>> Okay. Fantastic. I want you to note Malina before we start. Oops. Sorry.

[00:02:14]I want you to note that the book says we're supposed to spend four hours on each unit.

[00:02:24]Four hours on each unit. So you and I will have two hours together on each unit and the other two hours will have to be filled in by you. Okay.

[00:02:40]>> Yeah. Fantastic.

[00:02:43]Fantastic. Okay, here's what I want to do to start here at the beginning. The most important thing for you to understand are the letters, right? The consonants and the vowels.

[00:02:58]The consonants and the vowels. So, I'm just going to ask I know you've had some time with this already. I'm just going to ask you to warm up today, this opening session. warm up by telling me the alphabet. And >> Joey, if you give me a lot of volume.

[00:03:18]>> Um, >> alpha.

[00:03:20]>> I need to hear you pronounce. I need to hear you pronounce. So, go ahead and just say the alphabet.

[00:03:27]Alpha, beta, gamma, delta, epsilon, zeta, ada, theta, eod um kappa, lambda, mu, new cron, p sigma, oops, f omega.

[00:03:46]>> Fantastic. Oh god, that's fantastic. So these 24 letters you're going to be looking at couple of them being combinations of letters and you're going to be looking at differences between consonants and vowels. This is very important. You read about accents in the introduction. What is your opinion of accents?

[00:04:13]Um well I was interested on how you move and find the accent starting from the end to the beginning and I was trying to figure out that whole science of that but um I understand the breath marks and um how it's um intonation it's for um raising ing pitch lowering it and you know circumlex doing both.

[00:04:48]>> Yes. Now it's good you're intellectually curious >> um about how those work. I want you to hold off on satisfying yourself intellectually and I want you to think of accents.

[00:05:03]And you mentioned the rough breathing as well, right? Rough breathing.

[00:05:08]Technically that's not an accent.

[00:05:10]Technically, that's more like a letter, right? It's more like an H. So, um, what I want you to envision about accents is everything that I'm about to tell you right now. Yes, they are musical, but we don't care. You must learn stress. You must learn stress. Okay? So, all I want you to do is on the accent, I want you to spend twice the time that you would on that accent than you do on the other syllables.

[00:05:44]>> Yeah.

[00:05:45]>> Okay. That's all that's all I want you to do. Um, fantastic.

[00:05:51]Fantastic. Let's tune you up, shall we?

[00:05:54]Shall we take you to the Shall we take you to the fields of glory? Here we go.

[00:06:00]Go to page 11 and just let me hear. It's kind of like a, you know, I'm just sounding you out.

[00:06:08]>> Okay.

[00:06:09]>> And I want you to go over Oh, go to the first column on >> You froze.

[00:06:21]No.

[00:06:34]Did I lose?

[00:06:35]>> Oh, you're you're back.

[00:06:37]>> Yeah. Okay.

[00:06:37]>> Uh first column on where?

[00:06:39]>> Go ahead. Go ahead.

[00:06:43]>> I'm sorry. You said the first column where?

[00:06:47]>> Oh, on page 11, please. And >> Okay.

[00:06:51]>> Roman numeral number one.

[00:06:53]>> All right.

[00:06:55]Anthroposum dramata biblaros.

[00:07:10]>> Okay, stop there. You missed one accent.

[00:07:14]One accent. It was number four.

[00:07:16]>> Biblio.

[00:07:18]Yeah.

[00:07:19]>> Right now.

[00:07:20]>> Yeah.

[00:07:21]>> Right. That's all I'm saying is you just we're just spinning the extra stress on that. Um okay.

[00:07:27]>> So, uh this is all I want you to worry about accents right now. We can talk about the Ultima and the penultima and the antipenultima and we will but as you are starting I only want you to be concerned about replicating pronunciation using these accents in our system of speaking that we are not using tone. Okay. Fantastic.

[00:07:57]>> Fantastic. Keep going with six seven eight nine 10.

[00:08:02]All right.

[00:08:14]Episto he um exagon.

[00:08:29]Exag.

[00:08:31]Oh no.

[00:08:32]Sorry.

[00:08:33]>> Good. Good. Put a little bit of that rough reading on number 10, right?

[00:08:39]>> Hexagon. Oh, hexagon. Yeah.

[00:08:41]>> Yeah. Now, notice this, Melina. Notice this. You've got an omega there, >> right? Followed by an omron.

[00:08:51]So, that omega is technically O.

[00:08:55]>> And that is technically a >> Okay. But >> yeah, but when they're right next to each other like that, it's going to attract into that deeper >> vowel, right? So, you're just going to hear that's what you're going to hear.

[00:09:12]But I want you to notice that those are two different vowel length.

[00:09:19]>> And I want you to make sure, go back, flip back to page, oh god, page three, please. Page three, we do a lot of flipping. And I want you to look at the long vowels versus the short vowels. See at the very bottom of the page, you've got that chart.

[00:09:38]>> And on the left side, you've got the long vowels, right side, short vowels.

[00:09:43]Right? Notice that the alpha has both a long and a short form. Notice that the ADA's short form is the epsilon. The ETA's short form is itself, right? The omega's short form is the omocron and then you've got a long and a short oopsilon, right? So, a lot of there's going to be a lot of musical stuff that we're missing, but what we can do is synchronize our pronunciations, right? So again, focusing on those accents, >> go back to page 11 and start with do 15 through 20, please.

[00:10:26]>> Okay.

[00:10:34]Rock is the drum.

[00:10:47]Theostori.

[00:11:04]>> There you go. There you go. Notice you hit the accents. What you're doing is you're focusing on the accents, Melina.

[00:11:10]And when you when you do, >> it takes your mind off the letters.

[00:11:16]>> Yeah.

[00:11:16]>> Right. It takes your mind off the letters. It does. It forces you to see them in kind of a subconscious way.

[00:11:22]>> Yeah.

[00:11:23]>> So fantastic. You hit all of those accents. Look at number Look at number 15. Notice that Ada on the front has that rough breathing.

[00:11:34]>> Yeah.

[00:11:36]>> Yeah. Ha clay. And you were very good to put the accent exactly where it goes. Ha clay.

[00:11:43]Nice. Very nice. Beautiful. beautiful words, right? Okay. Now, okay. Um, I hear your pronunciation. Now, I want to apply something that you're going to be doing for half the time that we are not together every class. So, go to the vocabulary on page 31. This is unit one vocabulary.

[00:12:09]Now I want to hear I want to hear you say each word and I want you to give me the entire lexical entry which is the nominative followed by the genative followed by the article for the nouns.

[00:12:27]Okay.

[00:12:27]>> Okay.

[00:12:28]>> For the for the verbs that we'll get in the next couple of units, it'll be multiple. You'll get multiple parts. all of the principal parts. Right.

[00:12:38]>> Okay.

[00:12:38]>> Fantastic. But that's what we've got.

[00:12:40]So, if you can read the whole lexical entry >> for me, I'm going to quickly I'm going to quickly correct your pronunciation to what mine is. Okay. Go ahead.

[00:12:50]>> Okay. So, starting with a right.

[00:12:56]>> Yes. Good.

[00:12:57]>> And then you want me to do the um the endings for agora?

[00:13:05]>> No. No. No, no, no, no. Just look at the look at the entry.

[00:13:08]>> And so you'll do like this. You'll say a >> Okay.

[00:13:15]>> Yeah. Yeah.

[00:13:16]>> Okay.

[00:13:17]>> Good.

[00:13:20]>> Yeah.

[00:13:26]>> Good.

[00:13:28]>> Anthropos. Anthropo. Anthropo.

[00:13:35]meaning manib good >> is um e x n aragon erto or he >> Okay, one correction on that one.

[00:14:16]>> Look at your epsilons. You're you're dropping your epsilons into your ADA.

[00:14:22]Remember that epsilon is just a shortened ADA. So it's e >> and the and the ADA is >> a So >> yeah, >> with the accentron, right?

[00:14:41]>> Good. Good.

[00:14:43]>> Cool.

[00:14:44]>> Keep going.

[00:14:44]>> Okay.

[00:14:47]Um, logos logo.

[00:14:58]Mah, mahes.

[00:15:02]Yeah. Yeah.

[00:15:04]>> Excellent. He excellent he on that.

[00:15:07]Look, you didn't say m. A lot of people say m, right? No, it's m with a he.

[00:15:13]Good. Keep going.

[00:15:24]>> Now, I want you to notice on that one. I want you to notice like Polynesian many islands, right?

[00:15:30]>> Yeah. Um that nayos is what the accent it changes. It changes from a circumlex to an ada >> in how does >> with the >> how do they sound different?

[00:15:44]>> Yeah. Right. How do they sound different? One is they pitch up pitch down that circumlex >> and the other one is just one up. Boom.

[00:15:53]That's it.

[00:15:54]>> Okay.

[00:15:54]>> Wait a minute. What? So you're going to pitch up versus Right. So we don't when you are translating as a classical philologist >> right you are not concerned about the pitch they cut the music out of the language in order to get us to be able to just do the basics right >> yes >> fantastic but technically it's yeah it's different changes in pitch >> and we only know that because of what the grimarian said and what we can gather. So yeah some yeah >> cool >> fantastic. Now um your pronunciation is great. Go to the bottom to the last the two go to the word >> good and the >> good the soul. Now give me the one above that one. What is that?

[00:16:47]>> H or is it >> or is that put that accent on the in its right place? Hora.

[00:16:56]>> Okay. Horas.

[00:17:00]Correct.

[00:17:01]>> Horas. Yes.

[00:17:03]>> Fantastic. Okay. Now all that was was the tuning up and I you have already have command of the letters, right? So you are one step ahead here at the beginning of the course. So you're giving us one little extra push. Right now for a student who had had no exposure, I would be drilling letters, letters, letters, letters and pronunciation.

[00:17:30]But you and I are going to go forward because you have already been through it. I want you now to go to unit one uh and flip back one one page from unit one. Sorry.

[00:17:48]Go to the end of the introduction which is page 15.

[00:17:55]15. You go and put it up. Put up page 15.

[00:17:59]All right.

[00:18:01]Maline, I want you to see here on page 15, they give us a pronunciation exercise that is just the end of it.

[00:18:10]It's the final paragraph, as you can see, of Plato's Republic.

[00:18:14]>> Yeah.

[00:18:15]>> Okay. Now, before we jump in to the real depth, I want you It's at the bottom of the page. Sh. Before we share, go ahead and share that.

[00:18:28]Before you look at this, I want you to realize what I'm going to do is I'm just going to tell you how to read the Greek.

[00:18:37]Okay? These are there are some basic rules here that you need to see in the beginning from this paragraph. First of all, notice that the first letter is capitalized. The paragraph begins with a capitalized letter. Notice that there are spacings between the first and the second words, right? None of that is natural to the Greek. All of that is convention.

[00:19:04]Okay? There is no punctuation and there are no spacing between letters, between words. So, what kind of problem does that bring up? It brings up an aspect of what you're going to see in the Greek that is not there obviously to everybody and that is when they run words together they're running words in order to make the music melodious so it doesn't sound cacophonic. They will cut off the ends of the words.

[00:19:36]They'll join words together. Oh god.

[00:19:39]It's of course the language that is all sandwiched together like that is going to be spoken or sung fluidly.

[00:19:50]It doesn't need commas and periods and question marks or semicolons. Okay? It doesn't need what you're what you are looking at here.

[00:20:02]Bring it up again, Chewy. What you're looking at here is a text that has been edited It has been edited by people following who put in commas and all these accents.

[00:20:14]The original texts don't have any freaking accents. Okay? So, sorry. Just they don't. And so, what you're looking at here is a highly tailored version of a Greek text.

[00:20:27]>> Okay?

[00:20:28]>> But this is the version that you and I are going to be working on together.

[00:20:33]This is what'll be our template for setting the greeting in your brain.

[00:20:38]>> So, I want you to notice a few things about it. Notice that we do capitalize just like in English at the beginning of a sentence. We're going to capitalize.

[00:20:46]We're going to capitalize. Look at the fourth word in glon.

[00:20:51]>> Glow.

[00:20:52]>> Glon. Right? Notice the gamma on the front is capitalized, right? By because it's a personal name. It's a dude named Glalcon. Right. Okay. Fantastic. If we keep going, you'll notice that all the accents are there and the sentences are divided really nice. Look, here's another comma. That's gorgeous. Another comma. So, we know that this is a little phrase here. Right? And if we keep following it, we'll eventually get to the end of the sentence with a period.

[00:21:23]You're right. So, you can rely on these conventions. you can rely on the uh our modern conventions punctuation and etc. That's fine. But I want you to know right from the beginning that's already we're stepping outside the Greek way. Now how do I why is this important? Because sometimes you will notice that there is a verb for example that has a prefix. If you go to the bottom line who sorry that has its own prefix that could be separated from that verb and they do this and if you put something between it and its verb it'll influence what comes between it. So, there's really something going on here with the language from the very beginning that we don't have a we don't have an appreciation for because we're working with these edited texts, right?

[00:22:29]Again, it's the last paragraph of the Republic and Plato is telling us, you know, live a good life, goddamn it, rise be good people. You know, you're going to get washed out in that leafy and whatnot. So, you know, make sure your thousand-year journey is worth it. Okay, I just want you to see that and I want you to have that perspective that these are all edited text and I want you to take comfort in their editing, but I want you to realize that these are things that other people have done to the text, >> right? They aren't really part of the the original. Okay.

[00:23:09]>> Okay. Fantastic. Fantastic. Now, here's what I want you to do. There's a cheat here in the beginning for these first three or four units. There's a cheat that nobody ever pays attention to you too. I want you to go there. It's before the acknowledgements. Look, we're doing it backwards just like the devil would be proud of. Um, it's vi six. Page six right there. The abbreviations. Flash that page up there.

[00:23:38]Page six. I want you to notice that this is kind of a cheat of all the different grammatical terms that you're going to have to know.

[00:23:47]>> Okay? Do you see that the abbreviations on page >> where we at?

[00:23:54]>> Vi.

[00:23:57]>> Yes. No, it is because right because seven is the following. Fantastic.

[00:24:03]Here's your abbreviations. People don't pay attention to this, but it's a cheat.

[00:24:07]Look, here are the parts of speech that you're going to have to know. The big ones. Here's adverbs, conjunctions, prepositions. Isn't that nice? It gives you those right up front. Here are the cases for nouns. Now, the next three case, gender, and number.

[00:24:25]Those are how you classify, divide up, dissect, and identify nouns.

[00:24:33]You've got case, gender, and number.

[00:24:36]What kind of cases? Nominative, genative, dative, accusive, vocative.

[00:24:39]Look, they're all there, right? What kind of genders do you have? Masculine, feminine, and neuter. Numbers, singular, plural, right? And there is this duel, but it rarely exists. You know what I mean? It's not it's not common enough for us to memorize in a paradigm. But if you'll notice, there are all the noun terms that you need. There's all the terminology, right? Look on the right, you're gonna see the verbs. You got mood, voice, right? Tense. Isn't that nice? Tense.

[00:25:12]Oh, >> love it. Okay. So, I just want you to notice those are the kinds of terms.

[00:25:18]Now, those are the kinds of terms that we're going to swim in in the first, second, third, third unit. Okay. Now, >> I want to go ahead. We've got This is perfect. 30. We're 30 minutes in and we've been through the introduction, the introduction. I want to go to unit one.

[00:25:40]And what I did, what I'm going to do is what the people at Berkeley did. I'm going to start off by saying you and I have both looked at number one, unit number one.

[00:25:52]>> Yeah.

[00:25:53]>> The overview of unit one is nouns. Nouns is what we're concerned with, >> right? So they've got that gender and that number >> right that is all we're we have three of nouns in ancient Greek we have first second and third declenions right first second and third declenions you decline nouns conjugate verbs so we have three declenions and the two biggies the first and the second Right?

[00:26:30]They're very they follow beautiful patterns. Very easy to memorize these things. The third, not so much. The third is like the hodge podge of everything else that got thrown in there.

[00:26:44]>> Everything else that got thrown in there. Okay. Go ahead. Take it down. So, I want you just to go to the vocabulary section right now.

[00:26:53]>> Okay.

[00:26:54]>> On page 31, go to the vocab section.

[00:26:59]And I want you to look at the first word there. Agur agoras the marketplace.

[00:27:07]Right now, >> how do we know what family that is and all that kind of stuff? I want you to turn to the cheat. The cheat is the article. The article must be the same case number and gender.

[00:27:23]>> It must be the same case number and gender as the noun that it's with. They must >> they call that agreement. They must agree in their case number and gender.

[00:27:35]So when you look at that hey there you see the nominative feminine singular.

[00:27:41]That's what they give you for the article because they gave you the nominative right a that's telling you hey this is a first declenion feminine.

[00:27:56]>> Fantastic. Look at that second one. What declenion is that second one?

[00:28:01]>> Masculine.

[00:28:03]>> Yeah, >> right. So, it's second.

[00:28:05]>> Good. Second declenion. How about the third one? Anthropos.

[00:28:09]>> Um, that would also be second to clenching because it's Oh, okay.

[00:28:15]>> Uhhuh. And what do you know what gender that is just from doing a little bit of reading?

[00:28:20]>> Um, uh, mas masculine.

[00:28:24]>> Masculine. Exactly.

[00:28:25]>> Okay. Now, what's the key to this is what is in the chart on page 28.

[00:28:32]>> What is in the chart page 28? You don't have but this is what you're using in your brain. I know because you've memorized this, >> right?

[00:28:43]>> Yeah. You you've memorized this and so you know now Meline, I want you to memorize these by gender by gender. So to is the masculine singular toone the masculine plural tone to now we're going to memorize by gender for all of the nouns that we do anything that's nominal or adjectives we're going to memorize them in that way across. So I just want to let you know that feminine look at a taste. Can you see this the iota subscript and the dative? I want to hear just a little bit of that.

[00:29:31]>> Good. Beautiful. How about that? Do the plural.

[00:29:35]>> I I don't >> I notice it's a rough breathing in the nom plural.

[00:29:42]>> I >> Okay.

[00:29:46]Taste tas >> almost. Look at the dative >> the alpha E makes a diff.

[00:29:56]>> Okay.

[00:29:59]>> Nice. Good.

[00:30:00]>> T. Okay. Cool.

[00:30:03]>> Ty. Look at the neuters.

[00:30:07]To toy. Now notice the nominative and the accusative are the same. Right? Look at the plurals.

[00:30:16]Ton.

[00:30:18]Wait, what is it? Or twice? No, it's twice. It looks like the n it looks like the masculine, right? Ah, good.

[00:30:26]>> Yeah.

[00:30:27]>> So, what I want you to do is I want you to keep that list in your mind in order to do everything that we're going to do in this chapter. Okay. So, go back to the beginning of of chap unit one >> and I just want you to look. Notice it talks about gender, number, and case.

[00:30:46]Gender, number, and case. You feel good with a world that is masculine, feminine, and neutered.

[00:30:52]>> Yeah.

[00:30:54]>> Right. You've got no problem with that.

[00:30:56]Okay. You don't care why the word logos is the gender it is. You don't care, right? You don't care why is not the same gender as logos. You don't care. All right. I just want you to be able to identify what is masculine, feminine, and neuter. It's very sterile.

[00:31:17]>> It's very philological. Okay? We don't >> we don't care. We can have a debate whether it's natural gender or not. It doesn't matter.

[00:31:27]>> Number two. Number two, the number singular and plural. That's it's it's really that simple. And then we get to cases.

[00:31:37]>> Cases. You're good with numbers. How about cases? nominative, genative, dative, accusative, the vocative added at the end. You read about cases. Do you feel Can you just tell me >> what are what is like how do you use the nominative case?

[00:31:55]>> Um, it's the subject of sentence. So, >> that's all you have to say. Stop right there. Perfect. Genative. How about that? Go to the page, page 19, and look at the box and see the see the cases there in the box at the bottom. Anything malina that's in a box.

[00:32:12]>> Okay.

[00:32:13]>> Something they want they want you to focus on. So nominative, genative, dative, accusative, malena, nominative >> is the command doll, right?

[00:32:24]>> Yeah.

[00:32:25]>> It is the case that really commands the sentence. The two the numbers two, three, and four here, the genative, dative, and accusative, those are oblique cases. Those are oblique cases, right? They can't act as predicates and stuff like that, right? Oh my god, what is that denominative predicate? Oh, forget about it, man. All you need to know here is from this chart, the denominative is the subject. The genative is really coming out of something or away from something. The dative is 24, right? Or with, >> right? They have in and out at too there. You get kind of a lockative kind of deal with it, you know? And then accusative, the direct object, right?

[00:33:09]Dog >> going to pet or the ball that you're going to kick or the food that you're going to eat. Those are all the direct objects. Okay. Do you understand how cases work?

[00:33:23]>> Yes, I think.

[00:33:26]Fantastic. Yes. You think exactly right.

[00:33:29]Fantastic. So we can go forward. We can go forward then and look at form because in our Greek studies morphology is everything, right? What are the forms of the word and how are they what are they going to look like? So I want you to jump to page 21.

[00:33:50]Look at these first decclenion nouns and I want you to look at the nominative singular and see at the bottom of page 21 that it is an ada. See that ada?

[00:34:00]We're going to go look for a nominative.

[00:34:03]We're going to go look for a nominative singular back in Plato. Flip back. Right. A lot of flipping. Lot of flipping. It's on page 15.

[00:34:15]>> Okay.

[00:34:16]>> I want you to scan this. I want you to scan this for something that looks the passage of Plato at the bottom truth.

[00:34:24]The passage I want you to scan it and look for something that ends in an ada.

[00:34:29]Look for anything. Do we have anything?

[00:34:33]>> The first one.

[00:34:34]>> And so that's that ends in an ada there.

[00:34:38]That's a verb.

[00:34:40]>> That one doesn't count. Okay. So, let's see if see if we can find there. Is there a noun somewhere in there?

[00:34:49]>> Oh, there anyone?

[00:34:54]>> You're scanning, right? You're doing what I'm >> I'm scanning. Yeah.

[00:34:59]>> Why am I doing this to you? Because I'm getting you intensively to consider the letters, right? That's all you're doing.

[00:35:06]Scan. Do you see anything?

[00:35:09]>> Uh Uh, is it um well, >> am I specifically looking for nominative?

[00:35:23]>> Yeah, we're just looking for any word that ends in an ada and we want to see if that's a noun or not. Right. Okay.

[00:35:29]So, look, I don't see any I don't see that end in a Okay, go back to your first declenion endings on page 21 and look at the genative. How about an ADA sigma?

[00:35:43]>> How about an ADA sigma? Ace is our genative ending. You see any words in here on page 15? You see any of them that have an a sigma?

[00:35:54]Start scanning. Right.

[00:35:55]>> Um, nontees.

[00:35:58]Is that a verb or is it?

[00:36:00]>> That's an epsilon. That's an epsilon sigma, right?

[00:36:04]>> Oh, yeah. You're right. Yeah.

[00:36:07]>> Need a sigma.

[00:36:09]>> Yeah.

[00:36:11]I don't think there's in here, Jim.

[00:36:14]>> No, there's several accusative.

[00:36:19]>> Look at line nine. Look at N. There's an a stigma. That's a type of word we haven't learned yet.

[00:36:27]So, I don't go I don't want to go there.

[00:36:30]Is there any noun here? No. How about the accusative? The accusative will jump over the data. And the accusative is an ada new. Can you find on page 15 anything that ends in an ada new?

[00:36:48]>> Okay, good.

[00:36:50]>> Three and >> stop there. Stop there. I just want you to be able to see this. Right. Look at its definite article. It agrees with it in case number and gender. Right. Tain.

[00:37:03]>> Right. And we have an accusative there.

[00:37:07]Okay. So, do you see that there's a We've got one. Do we have any more? Any other nouns?

[00:37:15]>> Um, in line five. Uh, >> look at do not tame. Is this thing a noun or is it an adjective? Oh my god, we haven't even gotten that far, right?

[00:37:32]But what point, what point does this show? It shows that your nouns and your adjectives are going to have the same endings, people.

[00:37:43]>> All right. The plurality that is Melena.

[00:37:47]Love it. Fantastic. Um, go to go to line go to line 10 very bottom >> and look at the fourth word end.

[00:38:10]>> See that little Yoda underneath >> the little Yoda subscript in the end?

[00:38:16]>> Yeah.

[00:38:16]>> Oh my god. Is that the eod that we're going to be seeing? If you turn back to uh the page of your paradigms, the nouns, right? The first declenion. Is that the kind of yod we're going to be seeing >> of the data? A dative. I mean, >> yeah. The datative case. Exactly.

[00:38:37]>> Yeah.

[00:38:38]>> You see that? And all that's happened is that vowel has changed. It's not an ADA anymore up there, right? It's an alpha.

[00:38:47]It's an alpha. So go to page 21 with your endings and look at the dative and notice that you can have an ada iota and you can have an alpha iota. Those are both dative feminine singular endings.

[00:39:02]Isn't that nice? Oh god. Now remember most of these nouns are in the are feminine, right? Okay. You'll get some goofiness that goes on backwards and forwards. But remember, first ecclenion feminine, second eccention, masculine and neuter. Love it. Okay. And I want you to pick apart one more time.

[00:39:23]I want you to go now on page 15. I want you to go to line eight.

[00:39:36]And I want you to look at the first two words on line eight to the O. And I want you I want you to tell me what are the what is the case number and gender of that thing. Toys.

[00:39:53]Remember it's it's an article >> Oh yes.

[00:39:58]>> If you want to cheat, you can go just look up the article, right?

[00:40:02]>> Yeah. Yeah. which god that's why I have to memorize them.

[00:40:08]What you do? No, what you should do if you don't have it memorized yet, you should go to page 28.

[00:40:14]>> Is it It's masculine.

[00:40:18]>> Or neuter.

[00:40:20]>> Yeah. Right. What now? How are you going to determine that people? Yeah.

[00:40:25]>> How are you going to determine that?

[00:40:26]Because you know that that O is masculine, right? given down and that's why they put halt. But they also put go back to your vocabulary and look what these devils did. Do we have rules or not in this world, right? Look at look on page 31 and look at the entry for the word for God. And notice that it says the Paul or Wait a minute. I thought you said, you know, these are feminine, these are mas.

[00:41:00]Yeah. Okay, you can put a feminine article with a masculine noun like the and it means just a feminine of the masculine thing that the word defines.

[00:41:14]Isn't that nice?

[00:41:15]>> Nice.

[00:41:16]>> Now, and now you think you understand your world. You think, oh, well, that means, hey, that O is a goddess, right?

[00:41:23]A female god.

[00:41:26]Yes. But no, because the word the oldest word that we have in Greek for goddess is and they use a masculine um uh uh article, definite article with it. So, wait a minute. How is that happening? What are they doing with their gender? Do you see why I told you?

[00:41:51]I don't want you to get mixed up in in the weeds with the accents and what is different, what makes gender, right?

[00:41:58]Those types of questions are not important because at different periods of Greek, you're going to see different things, >> right? And you're going to notice that, oh, wait a minute. That goddess thing where you change the article, that's later talk, right? Oh, God, I love it.

[00:42:14]Okay, let's go then. Okay, we're at 43 minutes. I take you to 50 because you can't take more than 50 minutes. Okay. Go to the masculine.

[00:42:25]>> Okay.

[00:42:26]>> And neuter neuters of the second decclenion on page 24 is where you're going to see their their um endings, right?

[00:42:38]>> Yeah.

[00:42:38]>> Morphology. We've got to memorize these forms. What are they?

[00:42:47]>> All right. Good. And don't you throw the vocatives in there. Just do the massive just do the genative datative and accusative.

[00:42:54]>> Yeah.

[00:42:54]>> Okay. You're not going to see enough vocatives here. You want to you want look at the vocative here on p on this page. Um 24. Look at the vocative for the masculine. It's just an epsilon.

[00:43:06]Right. Right. On with that epsilon on the ending. How many times are you going to see that? I can go weeks without seeing vocus dog.

[00:43:17]Right. reading every day. I can go weeks without seeing vocabulous. So, it's good for you to know that's what it is. But please don't memorize it. When you're memorizing these things, I want you to memorize them top to bottom. Nominative genative accusative o right without the vocative. Good. And the plurals.

[00:43:40]Notice how they're putting the vocative plural with its nominative because they have the same form. That's nice. All right. Alway on voice boost.

[00:43:53]>> Good. Good. So, do you do you feel kind of comfortable with the different declenions and how they look?

[00:44:00]>> Yeah, I do.

[00:44:03]>> All right. So, take a step back and say, okay, what did we deal with? What do we deal with? you're ad you're advanced and you've already come through the pronunciation so I don't have to spend a bunch of time with you on pronunciation.

[00:44:21]That's number one. Number two, we just went through the basic mechanics of unit one. Okay?

[00:44:31]Because you have read it already and because you come into this already prepped, you're not you're not needing as much handholding.

[00:44:42]>> Okay.

[00:44:43]>> In the future, once we get past the maybe the third, fourth, fifth unit, um there will be much more handholding necessary. Don't think that that's a bad thing.

[00:44:57]>> No, >> I don't think it's it's a bad thing, but I don't think I need to read with you what gender is. I can sense from where you are. And this is the real advantage of a tutorial over a classroom full of people, right? Because now I got to stop with you and I got to start with George and I got to go through all of George's problems, right? And work with George.

[00:45:20]Instead, George needs to work with himself having seen how you and I work together. And if he doesn't know, if George doesn't know alpha, beta, gamma, delta, right? But if he doesn't know all the letters, he's absolutely [ __ ] Right? So he knows as George is sitting there, he will know, oh, I got to get these letters down, right? So if we ever do this on YouTube, it has to be done knowing that that person has nothing.

[00:45:49]They have to be written. They have to be brought. Okay? But I'm not going to waste your time because what I'm doing is I'm developing a technique, not um uh not the um start to finish, right? Technique is what's important. The articles, you're going to notice that there are some things in each chapter that you must memorize their forms, their morphology.

[00:46:16]All of this work will break down into morphology, syntax, vocabulary.

[00:46:24]If you understand the syntax of how those endings change what that word is doing in a sentence, if you understand that and you can recognize the morphological changes that the endings alter, right?

[00:46:44]You can take your vocabulary and commit it to memory currently. Okay? You can look at those sounds and you can understand that. One of the things that you're going to need to do is memorize.

[00:46:58]Memorize. So, close your book. I want to show you something.

[00:47:04]What? No. Keep me up. I want you to close your book.

[00:47:08]>> Okay.

[00:47:10]>> Sit there all nice. Right. And I want to do something for you. I'm going to show you the difference between hearing and reading.

[00:47:22]>> What does it mean?

[00:47:26]>> Uh work, right?

[00:47:29]>> OA. What does the word oa mean?

[00:47:33]>> Um I don't remember.

[00:47:38]>> Good tac. Good. Tac. What is tac?

[00:47:42]>> Tac. Um uh >> descend maybe.

[00:47:50]>> Okay. Hold off. Hold off.

[00:47:56]>> Um I I have not memorized my vocab yet.

[00:47:59]>> Excellent. Excellent. Open up your book now to page 31.

[00:48:05]And when I ask you to look at one of the words and tell me what it means, you're going to have an advantage when you can see it.

[00:48:18]>> All all I want you to do is peruse that list. Now, look up and down that list and recognize that you're adding an extra sense to this when you're translating. When you're actually reading and translating, this will be this will be your native position with the language. You will not be a hearer of the language.

[00:48:38]>> You will be a reader of the language.

[00:48:41]>> Yes.

[00:48:42]>> You will always stick to that extra visual experience. You will never be bound by the auditory alone. And so that's why the tra the relationship with the text that you're translating is important. And if you don't understand, Melina, what you are to that text, >> right? You're the eyes on that text. You are the translator. You are the critic of the play, >> right?

[00:49:12]>> You have to recognize that's who that's who and what you are. Okay?

[00:49:15]>> So, this is perfect. Our 50 minutes is up.

[00:49:18]>> Now, um here's what I need you to do for the next hour.

[00:49:24]>> Okay? in whatever in whatever way you deem best for your studies. I want to be able to come back from the hour uh after another 50 minutes. I want to be able to come back and I want to be able to quiz you on the vocabulary. I want you to know it all. I promise you'll get to look at it. All of this will be not me just saying things to you. It'll be you get to look at it. I want you to know the vocabulary and I want you to be able to translate as many of the exercises as you can. As many as you get through. If that means you only get through three of them and we do three of them, right?

[00:50:06]Cool.

[00:50:06]>> Right. So, be working towards that. Give yourself a break and over the next hour because I'm asking you to do work. Make sure and if you do a couple of sentences and you're starting to get woozy, you know what I mean? Stop. take a break, right? Go over and do something this.

[00:50:23]What am I doing, Maline? So, you know it. In the intensive course, they have the instructors bombard you with the information, number one, and then check to see that you're getting it >> and that you're able to use it right.

[00:50:39]Yeah.

[00:50:40]>> And then they stop. They give you a break where then you work either by yourself or with other students. Mhm.

[00:50:49]>> You say we do our work together. It didn't matter to them, right? It was whoever was in the class, right? So, that's what I want for the next hour. I want to be able to come back and do the exercises from unit one is you having a 100% comprehension of what's going on.

[00:51:07]That's the goal.

[00:51:08]>> Okay. Cool.

[00:51:09]>> Okay. Fantastic. We'll get a vocab quiz and we'll get exercises in in, you know, one hour from now. Okay, >> sounds good.

[00:51:20]>> Okay, and I will put myself on. Could I You know what? I'm gonna in case I will come back in 30 minutes for questions. Okay.

[00:51:31]>> Okay, cool.

[00:51:32]>> Okay, take me out.

[00:51:51]Okay.

[00:51:53]Okay.

[00:51:55]Is she going to be back shortly?

[00:51:58]>> I believe so.

[00:51:58]>> Yeah. Give me a second.

[00:52:00]>> Okay.

[00:52:03]Is that her?

[00:52:09]doing.

[00:52:15]Okay, I'll wait for I'll wait for her.

[00:52:20]Adelena, fantastic. How are you doing?

[00:52:23]And what are you doing?

[00:52:30]>> You're muted.

[00:52:34]>> Uh I I memorized the vocab.

[00:52:37]Fantastic. Now, you're going to do some sentences.

[00:52:40]>> Sure. Yeah.

[00:52:42]>> Fantastic. Okay. I'll have a little surprise for you at the beginning. Keep working on it. At least another 20 minutes. Get as many of those sentences as you can get done.

[00:52:52]>> Okay.

[00:52:52]>> And we'll go from there. Fantastic.

[00:52:56]Fantastic.

[00:53:09]You got >> Can you guys hear me?

[00:53:17]>> Yeah.

[00:53:17]>> Yeah, >> now I can.

[00:53:27]>> I would say if you want to talk, >> if you want to talk like Hello man.

[00:53:48]>> I think he froze.

[00:53:49]>> He frozen.

[00:53:55]>> Fantastic. I think it's working now.

[00:53:58]>> All right.

[00:53:59]>> All right. Malena, how are you?

[00:54:01]>> Good.

[00:54:03]>> Okay. I want you I told you didn't tell you to do this, but I want you to do it now.

[00:54:08]>> Okay.

[00:54:09]>> Just as a surprise, it's a pleasant surprise. Turn to page 109.

[00:54:15]Turn to page 109.

[00:54:18]And you say, "Wait a minute. That's 100 pages into it, right?" Yeah. Well, good.

[00:54:23]I want to show you that you're going to be the lessons that you're learning now are going to be things that will carry you through.

[00:54:30]>> So, okay, >> if you're on page 109, go down to number 217.

[00:54:37]It's the last example in Greek. These are very short sayings, nomic sayings of manander. This is actual Greek.

[00:54:48]>> Okay?

[00:54:49]>> And I I just want you to see some actual Greek. Could you read to me line 217 in Greek? Just pronounce it Greek.

[00:54:57]>> Sure.

[00:55:13]Tik T perfect. Okay. Perfect. That's that third word in par.

[00:55:28]I just want you to notice that it's made up of two components. It's made up of a prefix par and its root kyros.

[00:55:39]Kyados kyados is your opportunity right um >> yeah hypocrates talks about it is the you know your one point in the disease that you can really treat that's your kyados >> so what is the par kyodos that's something that's kind of off the mark it's off of the kyodos and you'll see in the definitions below that On page 109, the definitions below.

[00:56:11]I just want you to look up see which one is parakos there.

[00:56:16]>> Says ill timed. Yeah. Ill time. That's a nice Victorian way of saying it's off of the precise moment where it works.

[00:56:29]Okay. Now, think about that. All of that is packed into that one little word, right?

[00:56:35]>> So, what does this say?

[00:56:39]Hey don.

[00:56:41]Now I want you to notice look at that definite article hey there at the front.

[00:56:46]>> Notice that four words in is the noun.

[00:56:51]>> Yeah, >> that is it that it agrees with. Hey don is all the way down there. Notice that's that nominative singular feminine, right? He hey don. If you look down on your >> If you look down on the gloss here on the in the little dictionary, you can see hey don hey don hey means pleasure.

[00:57:14]We get honistic from that of course all that kind of stuff. But a pleasure that is not kyos that is not timed well gives birth to blind gives birth to an Yeah.

[00:57:34]>> Yeah. So, so you can see there's two levels. One of the reasons I wanted you to see this is there's two levels.

[00:57:40]There's translating word for word and trying to put together. Then there's another level of making sense, right?

[00:57:48]Translating it so that it makes perfect sense. That's what where the art is.

[00:57:54]Okay. Is illtimed pleasure is ill. Well, now what do you think intellectually is illtimed pleasure and >> you're frozen?

[00:58:20]>> Well timed pleasure indeed.

[00:58:26]>> You're back. in your back. Come on up.

[00:58:31]>> Oh, I can't hear you.

[00:58:33]>> We can't hear you.

[00:58:37]>> Can't hear you.

[00:58:39]We still can't hear.

[00:58:44]>> Oh, I hear you for a second.

[00:58:49]>> How many people are we?

[00:58:51]>> Classic.

[00:58:53]>> Okay, maybe that'll work.

[00:58:55]>> You're good.

[00:58:56]Okay, >> we hear you.

[00:58:58]>> We'll probably have to do that every once in a while. Melina, now you just looked you just just looked at some real Greek. So, tell me what is your impression of Manander's philosophy? You know, what is the ill-time pleasure is going to cause you injury? What any thoughts?

[00:59:16]>> Um, don't harm yourself through bad timing.

[00:59:24]>> Yeah. Yeah. something like that. I think that's a good I think that's a good take on it. Okay. So, what we're really going for is that meaning, that true meaning.

[00:59:35]Okay. Now, I want you to jump back to Plato before we do your exercises. I want you to jump back to Plato on page 15.

[00:59:42]>> And I want you to know that this is the beginning of the end, right? It's the beginning of the end of the republic.

[00:59:50]>> Uhhuh. And in line one, in line one, I'm going to read a little bit.

[01:00:06]So, that's the first line there. I just want you to be able to hear it. Look at look at the second line. Now, right. And it goes on. The third line is I want you to be hearing hearing these sounds. So I want your eyes follow those first three lines again. I'm going to read them like I want you pronouncing them.

[01:01:09]Fantastic. Now I want you to look at a couple of things. I want you to look at that second line. Second word in that line is pula.

[01:01:20]Notice there is an omega under the accent.

[01:01:24]>> Now jump down to the third line and look at the last word on it. Meant sa. Notice it's an omacron there.

[01:01:33]>> It's an omacron there. I just want you to be noticing as the vowels change, they tweak the words. All that's doing is telling you what kind of different conditions we're putting on the word.

[01:01:47]This is verbs and whatnot.

[01:01:49]So fantastic. Fantastic. Now wait a minute. Look at the first line there.

[01:01:56]>> Look at the look at the phrase. Oh glatives, right? Oh, Glalcon. The guy's name is Glalcon. You say, wait a minute, that doesn't end in epsilon, right? Okay, I told you. Don't worry about that. Right?

[01:02:16]There's a marker for that. Right on the front of that that omega is gonna tell you, hey, I'm in I'm in the vocative case.

[01:02:23]>> Okay. Yeah.

[01:02:25]>> I don't want you to >> right. Right. Notice all we're doing now is we're taking apart words. Look at this second line. Look at the third to last word. It's lease. Remember how I said find us? We see any words here that are in the first declenion those feminines ending in an ADA something, >> right? Here's one Ada sigma ada sigma leace right from le which is the river lethy that river of forgetfulness what is he saying we got to go beyond that river of forgetfulness right not stain not stain our soul wait what not stainer look at that last word in the third line sa meant sa oh god What a beautiful verb. Let me show you. Chewy, can we bring up the LSJ? I want Maline to see a definition here. The LSJ.

[01:03:28]Hang on.

[01:03:36]Fantastic. Melina, I'm gonna go ahead and bring that page up for her. I want her to be able to see it.

[01:03:44]I'm going to have the LSJ identifi. Can you see the LSJ page with me? I know at the top.

[01:03:52]>> It's loading.

[01:03:54]>> It's loading.

[01:03:56]My satellite.

[01:04:02]>> Let me know when you can see it.

[01:04:04]>> Okay.

[01:04:06]Not yet.

[01:04:09]>> It doesn't look like it's going to load.

[01:04:11]Oh, there it is. There it is.

[01:04:13]Okay, fantastic. Meantha, notice how the entire word is below the definition. And then just skip to the right and you see it says it's a verb.

[01:04:25]>> First plural, future passive. Future indicative passive. Isn't that nice?

[01:04:30]Chewy, tell us what this word means. Go ahead and click on it. I know it'll take a while, but you're going to see stain.

[01:04:38]>> You're going to see stain.

[01:04:41]moral pollution, right?

[01:04:44]Along with the stain, you're going to see dying.

[01:04:48]>> Dying. Wait a minute. Dying is totally different, right? Dying isn't some kind of stain. No, it is. And there is no moral wall here to distinguish between the stain and this dye.

[01:05:04]Look at down here at the bottom. Ritual defilement in funeral rights.

[01:05:11]Isn't that interesting? Ritual define defilement. What the hell is ritual defilement? To dishonor a woman. What are these people thinking?

[01:05:22]They're thinking same concept of dying is the same concept as defiling is the same concept as engaging into illicit intercourse with a woman.

[01:05:39]That's defilement, right? Me I know. Don't defile yourself.

[01:05:46]What you have to realize that when Plato was writing on P, go ahead back to page 15. And Plato was writing on page 15 about trial when he's writing about life and the cycle glalcon of what's going on and the river leafy what these concepts are absolutely 100% dependent upon the language. It's the language that's driving language is an operating system that's driving these images and Plato is just harvesting these images. Okay, let's go to your vocabulary quiz, shall we? Turn to the turn turn to the vocabulary on page 31. Please cover up the English on the right hand side with your hand or your arm or you know a giant flashlight or I don't know whatever you want and and look at the starting at the bottom after the interjection. Obvious translators. Look at it. Say it and then tell me what it means.

[01:07:04]S okay soul.

[01:07:17]>> He's frozen again.

[01:07:23]>> Oh, we get kicked out. The satellite way out. So it's not Yeah, satellite's all the way.

[01:07:30]>> Your video was off, but we can hear you.

[01:07:32]>> Yeah.

[01:07:32]>> Okay. Fantastic. Fantastic.

[01:07:37]>> What is a pu?

[01:07:39]>> Soul.

[01:07:41]>> Uhhuh. And what's a ha? Is that um uh uh is that land country or is that gift?

[01:07:54]>> Yeah. Yeah. Think of it as like the countryside, right? It can be a parcel of land, >> right? It can be the countryside as opposed to the city. Good. Above that is techn. What is a techn?

[01:08:06]>> Uh, craft skill.

[01:08:09]>> Craft or skill. You got two verbs above that. Pimpe. What does pimpe mean?

[01:08:14]>> Uh, send.

[01:08:16]>> Right. You can add when you want to use when you want to define a verb, you can put it in its infinitive form. To send.

[01:08:25]To send. Good. Pe means what?

[01:08:28]>> To teach or educate. to teach.

[01:08:31]Beautiful. Homer, you know Homer. Oia.

[01:08:34]What is an Oia?

[01:08:35]>> House.

[01:08:37]>> It's a house. Yeah. And it's not always There's bunch of different words for house. And oia is kind of like the the household.

[01:08:46]>> Household.

[01:08:47]>> Household. It's how the house functions.

[01:08:49]It's how everything runs. We get economics from it. Right.

[01:08:54]>> Right. Good. Holdos. What is a hodos?

[01:08:57]Tell me. road.

[01:09:00]>> Yeah. When you say road, what do you mean?

[01:09:02]>> Uh pathway perhaps.

[01:09:05]>> Yeah. Yeah. A pathway or just a way.

[01:09:10]Just a way. Think of a way to do something, right?

[01:09:16]>> Okay. Um is your definite article.

[01:09:19]You're just going to translate that as the How about above that? Two above that is mah. Say mah >> battle.

[01:09:28]>> Battle. Good. And a nos.

[01:09:31]>> Uh island.

[01:09:33]>> Good. Palopeneian. Anyway, um what logos >> word story?

[01:09:42]>> Yeah. Word story. We can start with that now. It's really a reckoning and accounting.

[01:09:49]>> Yeah.

[01:09:49]>> Polynesian is Polynesian as I would not pelpeneian. Anyway, keep going. Uh, theos theos. What is a theos?

[01:09:58]>> God, masculine god.

[01:10:01]>> What is a god to you?

[01:10:06]>> Um, uh, I don't know what is a god to me at this point.

[01:10:12]>> A deity perhaps.

[01:10:16]>> Yeah. Well, how would you define your deity?

[01:10:20]H by either masculine or feminine.

[01:10:25]>> Okay. Okay. So, is this an what the hell? Can we get the Greek to help us any more than that?

[01:10:32]>> I want you to look at As soon as you get this entry, let me know when you can see the at the top.

[01:10:37]>> Okay. Oh, yeah.

[01:10:39]>> Okay. Notice in Bian it's theos.

[01:10:46]Laconian is the look at that. They changed the see it yet, but >> Oh, you can't see it. Okay.

[01:10:52]>> Not yet, but I hear you.

[01:10:55]>> Let me know when you get it cuz I want you to be able to see it.

[01:10:59]>> Cool. Oh, man. It It says failed.

[01:11:03]>> Oh, it does.

[01:11:04]>> You could send a picture maybe into the chat.

[01:11:09]>> Do you want to do that? Should we just do that? Send a picture in the chat.

[01:11:14]>> Fantastic. You have to show me. Do that.

[01:11:17]Good. Okay.

[01:11:19]Joey is sending a picture.

[01:11:21]>> I see it picture.

[01:11:22]>> Yeah.

[01:11:23]>> Fantastic. Look at the So, you've got the word in Greek in our attic, you know, theos is what we're going to see mostly.

[01:11:34]>> But you look at a bio. In bio, it's theos.

[01:11:39]>> In Laconian, it's theos, right?

[01:11:43]>> Yeah.

[01:11:44]>> What about that cretton dialect theos?

[01:11:47]Like they retain the theta, but they also use an iota. Right. Okay. Right.

[01:11:53]Look at the Dorian uses theus.

[01:11:57]Right. And it sounds suspiciously like zus.

[01:12:02]>> Yeah. Yeah.

[01:12:04]>> Like zus, right? It's all their word for God. Now, what's funny is if you read if you read through this, you get a bunch of examples of what God is, but you don't really get an a definition of God, right?

[01:12:21]>> Yeah.

[01:12:22]>> Ah, so >> yeah. Yeah. It's difficult. Look at look at number B the oi at the bottom or letter B.

[01:12:31]>> Mhm.

[01:12:32]>> Ah, we're talking about and in the Greek and there people. People are what and I know all these people. But what do you got to learn? You got to think about the father of gods and men.

[01:12:50]>> Yeah.

[01:12:51]>> Right. And so what is it doing here?

[01:12:53]It's just telling you look the word for gods is often opposed to the people, right? It's gods and people. Gods are not people. People are not gods.

[01:13:08]They're that if you'll notice that that is the distinction of a god. That is the defining characteristic of God, right?

[01:13:17]And how can we do that? How can we go back to the main page? How can we do that? When we tell you when you read from now on what a word means, you're going to see all of these definitions in the in the book and they're going to tell you this is what the word means. You have to realize they are determining what that word means based upon other appearances.

[01:13:45]All right? So we should have a we should have a really good take on what a theos is. We should have a really good take from all the times that we've seen it.

[01:13:56]>> So you're going to be learning vocabulary not based on some absolute truth. Some translator said this equals this. No, you're going to be >> translating based upon your exposure to the word.

[01:14:12]>> When you see this word a hundred more times, >> when you see it >> a thousand more times, you're going to have a really strong understanding of what a theos actually is and it's going to surprise you. Things you thought there were one-on-one correspondences with, there are not. Let me give you one example using theos.

[01:14:35]Theos can be a don.

[01:14:39]Well, what's that? Well, a don is kind of a god. If you're going to try to translate a demon, you're going to mess yourself up because modern demon is not equivalent to a Greek don.

[01:14:52]Zeus can be a don.

[01:14:56]So, what is a what is a don then? A don is a reference to the power behind the god. It is technically that capacity to do those things. Aeros divine don aeros is that power that erotic power. So all it is is bring to a specific of the divinity. It's not the same as just a a diamond, you know, it's it's essence of power.

[01:15:32]It's what it does. It's the thing that possesses you, that diamond. Okay. So, realize as you're learning these words and I give you 100%. That was a very nice quiz there on your vocabulary.

[01:15:47]Yeah, that's fine.

[01:15:48]>> Thank you.

[01:15:48]>> That's fine. Um, how long did it take you to do that to memorize the list?

[01:15:55]>> Uh, like 10 minutes.

[01:15:58]>> Okay. Like 10 minutes. That's awfully fast. Okay. Fantastic. Which everybody has different paces. If you're out there and >> if you're out there um and in Malena's head somewhere, you're one of these voices, one of these Discord voices in Melena's heads head. Don't think that it's going to take you only 10 minutes, okay, to memorize. It may take you three times as long. It doesn't matter if it does. What you need to do is commit these things to memory. That's all that works. That's all with vocab. Okay.

[01:16:35]>> Yeah, >> Malena, you did some sentences from unit one. Let's see if we understand grammar syntax of unit one. Go ahead and read the first sentence and then translate it for me, please.

[01:16:55]Um, the Homer um teaches the man or the person.

[01:17:04]>> Good. Good. Now, let's let's just shine it up. Your pronunciation was perfect.

[01:17:10]>> Okay, you're right on with me pronouncing exactly where I am. So, perfect. Um, you said the Homer. Is that definite?

[01:17:19]>> Does that article?

[01:17:22]>> Well, no, no, no. What you want to do is when you see the definite article, you want to translate it. And >> they told you in the vocabulary that it means the >> Yes.

[01:17:32]>> But but it can also just mean a >> a >> a horse, a dog. And people will say, biblical scholars love to make a giant deal out of this and say, "Oh, look, it's got the definite article. It can't be the generic form." It's because they don't really read. That's because they really don't read Greek, >> right? There is a generic form and a specific form of the definite article.

[01:18:01]It can just mean uh and when you've got it with a name, it's just you um not >> non-existence, >> right? You were not pointing to it.

[01:18:11]Right. So, perfect. Okay. Homer. Homer did what? He He's teaching his his man, right? He's teaching a man, >> right? Now, he's teaching mankind, maybe.

[01:18:24]>> Right. Oh, God. Right now, by the way, as we're doing these sentences, remember that um this is falsified Greek. It's not real Greek. Right? So it's just there to illustrate. There are certain things that are done that you're not going to be seeing. Okay? So just and don't worry about the con like does it mean anything? Does it have any philosophical significance? Absolutely not.

[01:18:49]>> Yeah.

[01:18:49]>> It's it's just exercises for you. Okay.

[01:18:52]Sorry to slow you down. Number two, go ahead and say it. Let's translate it.

[01:18:56]Huos anthropon Homer Homer's brother um educates the man.

[01:19:13]>> Most excellent. Most excellent. Right.

[01:19:16]And you said Homer's brother. And voices in your head may say, "How did you get that out of Ho Homeu Adel Fos?" Paul is the definite article with Adel Fos, right? The brother. And then we have Homer in the genative case. The brother of Homer or Homer's brother. Perfectly done. Okay. So far, you're wrecking this with an A. Right. You're completely wrecking it. Right. Let's keep going. Do number three.

[01:19:44]>> Okay.

[01:19:50]Enthropos this is um uh anthropos is the nominative so it's the subject right so then >> good >> it would be um uh the man educates Homer >> good >> the man educates Homer and look did you hear the little question mark in the end of your voice the man educates Homer Right?

[01:20:19]>> Because it's backward >> right because backward and it doesn't feel right now. What is the Greek what is the Greek doing? I mean it's literally you know Homer the man is educating right?

[01:20:35]>> Yeah.

[01:20:35]>> So it feels backwards to us. Now I want to point out a lie to you. The first big lie >> and this book is on is on at the end of unit one. It's the last bit in the grammar on page 30. Just go there and look at word order. And it tells you the basic grammatical relations of subject, verb, and direct object are shown in Greek by inflection, right? The inflection of those nouns and verbs. So, if those verbs and nouns are already telling you what they're doing, you don't need a word order.

[01:21:17]>> Yeah.

[01:21:17]>> Right. You can jumble up the words and because the endings are so specific, it'll mean the same thing.

[01:21:23]>> So, what is the word order?

[01:21:25]>> What is the word order really doing?

[01:21:28]Look at the second line. It says word order is free to express emphasis, contrast, balance and variety.

[01:21:38]This is the music. This is a part of this is a part of the music of Greek, right?

[01:21:45]>> Greek indicates its balance.

[01:21:49]Think of this musically. Greek indicates its balance by its word order. It's not indicating its meaning, right?

[01:21:58]It's it's meaning is not going to change. Jumble those words. But what you can do is change the balance when you put the word look at A, B, and C there on page 30 under word order that and that one is Homer teaches his brother.

[01:22:18]>> But look at number look at B. It's the same thing. Hos is still teaching his brother.

[01:22:25]>> Mhm.

[01:22:27]But this time you've got the pideway first. So the emphasis the emphasis in B is the teaching.

[01:22:37]>> Yeah. What is Homer doing? He's teaching his brother, right? There's no emphasis on his brother or on Homer. It's the fact that the teaching is what's happening. That first position in Greek and the last position are the two stressed positions. Those are the what the the author is really trying to present is the first word and the last.

[01:23:01]>> Mhm.

[01:23:02]>> All right. Fantastic.

[01:23:04]>> Wow.

[01:23:04]>> So, let's let's go back.

[01:23:06]>> Does that make sense?

[01:23:08]>> Yeah.

[01:23:11]>> Nice.

[01:23:12]>> Let's let's let's practice it a little bit. How about number four?

[01:23:16]>> All right.

[01:23:16]>> Oh, no. I'm sorry. Let actually it jumped down. Let's do number six. Did you get to number six?

[01:23:21]>> Yeah, we were talking about it. Go for it.

[01:23:24]>> Okay.

[01:23:32]Anthropo anthropos.

[01:23:37]So the double to de aore aore.

[01:23:44]Um so let's see here.

[01:23:50]The brother of Homer educates um the people but the so the double to uh it it just emphasizes the noun right um in the marketplace. So >> correct correct >> so the people >> so sorry I Yeah.

[01:24:12]>> No do it again. You're good. Do it do it one more time fully through.

[01:24:15]>> Okay. So, um, let's see here. Um, okay. The brother of Homer educates the people in the marketplace.

[01:24:34]>> Good. Good. Fantastic. Now, that's a perfect translation. No problem. What you're noticing is that definite article is repeated.

[01:24:44]>> Yeah. And this is how it this is how it's being used. You can repeat the article to say, "Hey, look, this is an attribute of that noun." What kind of dog is it? It's the blue dog, right?

[01:24:57]When you repeat the article right like that, you're creating attribution.

[01:25:04]You're telling me what is that noun like? You're describing that noun. So, yeah. And the what kind of people are those? Those are the people in the marketplace. and the people in the marketplace.

[01:25:15]>> The teaching is of the teaching of the people in the marketplace. Oh god.

[01:25:20]Gorgeous. Okay, you got all the hard ones. H uh I'll bet. How about uh turn turn to number 16?

[01:25:28]>> No, you may not have you may not have gotten that far. Did you get through all of the exercises?

[01:25:34]>> Um I I mean I read through some of them.

[01:25:37]I didn't like break them all down, but I can do it.

[01:25:41]>> Okay. Go to number 16.

[01:25:45]>> Okay.

[01:25:45]>> And let's do 16. Say that one and then translate it.

[01:25:51]>> Um um Adelf.

[01:26:01]Um Kai in Mahos to anthropus to homeu.

[01:26:22]Okay.

[01:26:23]>> Fantastic. Good pronunciation. Let's see what you got for translation.

[01:26:29]>> All right. Um, so the I noticed um let's see um the Omega >> Mhm.

[01:26:41]>> the brother and the battle um of the god um of man um tu. So, um, the brother of Homer educates. So, um, let's see.

[01:27:07]>> Stop there for a minute. Stop. Stop there for a minute. I want you to notice I want you to notice in this one, you got in the weeds.

[01:27:15]>> There's so much information that they're pouring at you.

[01:27:19]>> There's so much information they're pouring at you because you tr Because you speak and write linearly.

[01:27:25]>> Yeah. Linearly.

[01:27:26]>> Subject verb. subject, verb, object because you rely on that linear. You're going to get lost in the weeds and everybody gets lost in the weeds.

[01:27:37]>> So got to find the verb.

[01:27:39]>> What happens? Go to the verb. P just translate. But what would pairway just be by itself?

[01:27:46]>> Educate. Teach.

[01:27:48]>> He, she, or it educates.

[01:27:51]>> Right. Now, can you find a subject anywhere? Is there a subject? anything in the nominative. It could be doing the verb.

[01:28:01]>> Um uh um it's is it brother Adelf or is it um >> a del on the end >> with an epsilon?

[01:28:22]>> Well, that's going to be the vative.

[01:28:26]the interjection negative to it.

[01:28:29]>> So you're just going to say oh brother.

[01:28:32]>> Okay. Oh brother. Yeah.

[01:28:34]>> Right. Now where's the subject? Where's something in the nominative case? It can be doing the verb by deway.

[01:28:41]>> Something in the nominative just for something in the nominative case.

[01:28:46]>> Okay. Um, so I would be looking for um is it mah with the I mean >> with an iota subscript? That's got to be the dative case. So that's not the nominative. Nope. Keep going.

[01:29:09]>> Okay.

[01:29:09]>> Look for look for an article. Look for a nominative article or Okay. Um, is it Homer?

[01:29:28]>> I don't have >> to genative. That's a genative. So, that doesn't Nope. That That's not going to be a subject.

[01:29:37]>> God, I don't know.

[01:29:39]>> There is something here in the nominative. You're going to kick yourself when you say >> I know. Is it um is it man anthropus?

[01:29:47]No, no, that's not >> I'm taking every word. But okay. Okay.

[01:29:53]Um, >> go to God. Find God.

[01:29:57]>> Yeah. Godos, >> right? Theos, right? Theos is your subject there. All right.

[01:30:02]>> It's the nominative case. So, try to make it that as your subject of py.

[01:30:07]Okay.

[01:30:08]>> The god educates.

[01:30:11]>> Good man.

[01:30:14]>> Good.

[01:30:15]Um, >> what kind of men are these? These are the tools to >> the the men of Homer's brothers.

[01:30:26]>> They're the brothers of >> the brothers of Homer. Yeah.

[01:30:30]>> Right. See how Tus Adel Fouse is in the same case. It's the accusative. Same case as Tous Anthropus.

[01:30:39]>> What kind of What kind of men are these?

[01:30:42]These are the brothers of Homer.

[01:30:45]Right. So, so you translate this whole thing, oh brother, >> in battle, God teaches men, specifically the brothers of Homer.

[01:30:59]Okay. Now, again, don't try to make sense of it. Don't try to like say, "What is it?"

[01:31:02]>> It's just puzzles.

[01:31:05]They're just puzzles.

[01:31:07]>> Exactly. They're just puzzles. And all they want you to do is say, "Oh, okay.

[01:31:12]Look, M is a dative. In takes a dative, right? It means in or on in battle.

[01:31:21]There's your subject gone, right? And then you jump to the end and find P say.

[01:31:26]Okay, let's do >> Okay, >> let's do number 21 together. Hos, what do you notice right away about that? Homos um that it's masculine and >> good.

[01:31:45]>> Um >> what case is it? Is it genative dative accusative? What is it?

[01:31:55]>> Um is is it >> genative?

[01:32:01]>> No, it's a nominative, right? It's a nomative.

[01:32:06]You know, you know what we're going to be doing on >> Oh, I see. Sorry.

[01:32:11]>> Yeah.

[01:32:12]>> Right. So, Homer Homer Home Homer does what? Just jump to the verb, >> right? Pucate.

[01:32:20]>> What? Who does Homer educate? He educates his tone, >> right? The brother.

[01:32:29]>> The brother. And here you've got a double accusative, right? the techn he teaches his brother the art. And how does he teach it? He teaches it biblio.

[01:32:40]>> He teaches it with hooks.

[01:32:44]>> Okay.

[01:32:44]>> Okay.

[01:32:45]>> Yeah.

[01:32:46]>> The dative is used to express how something is done with in what way is it done? By what means is it done? Right.

[01:32:55]It's done with books.

[01:32:58]You're just going to have to get used to that data being that >> kind of thing. Okay, here's what now go ahead and take that down. Um, here's what I have from our my diagnostic.

[01:33:10]>> You understand what we just did. You do the exercises so that you can see what you need work on and what you need to what reps you need to do.

[01:33:21]>> The reps that we need to do right now for the next 10 minutes. Are you turning to page 26?

[01:33:31]26. And I want you to see the chart in the middle of page 26.

[01:33:35]>> And I want you to say to me just like this. Logos logo.

[01:33:40]Logon. And then I want you to pause between the singular and the plural.

[01:33:46]>> And then I want you to say logo logon logo. Logos. And I want you to do it.

[01:33:52]Just repeat it three times right now. Go ahead.

[01:33:57]>> Logos logo. Locoy logo loss.

[01:34:08]>> Logoy in the plural. Logoy.

[01:34:11]>> Logon.

[01:34:12]Logos.

[01:34:14]Logos. Try that.

[01:34:16]>> Okay. Logos. Loguce.

[01:34:21]Log. and >> locom.

[01:34:27]I'm gonna do it again. Listen. Listen to me. Do the singular after I do the singular. Are you ready?

[01:34:34]>> Logos. Logos.

[01:34:36]>> Log.

[01:34:40]>> Good.

[01:34:41]>> Okay.

[01:34:42]>> Plural logo.

[01:34:46]>> Locoy.

[01:34:46]>> Logos.

[01:34:50]locus.

[01:34:53]>> Yeah, good. Good.

[01:34:55]>> I just have to memorize the the declenions and then I >> Right. You just have to Okay, now now stop. We said it twice. I should have had you say it three times, but now stop. And now just look at the bold.

[01:35:07]Just look at the bold and say the endings. Ali on.

[01:35:12]>> Okay.

[01:35:14]>> Go ahead.

[01:35:16]Oi.

[01:35:17]>> Good. And in the plural o Yeah.

[01:35:22]>> Good. Say it again. Just the endings.

[01:35:25]>> Oi.

[01:35:27]Oi. O.

[01:35:29]>> Good. Now do the neuter at the end.

[01:35:33]Doron. Doron. Except I only want you to say the endings.

[01:35:38]>> Okay. On o.

[01:35:43]>> Good. That's how I want you to remember this, right? On oi. On. Ah, right. If you get that down, when you said it enough, you will not forget it.

[01:35:53]And you absolutely have to know it.

[01:35:56]>> For this one, those endings are on page 24. If you turn back to page 24, you'll see all those endings. I need you to sit on the commode or on your back porch with a cup of tea or while you're watching news and I need you to say >> oi o.

[01:36:19]>> You got it?

[01:36:20]>> Mhm.

[01:36:20]>> Okay, that's masculine and neuter. You also have to be able to do feminine.

[01:36:26]Now, for the feminine on page 21, page 21, >> I want you Good. I want you to do the aas. A a ice.

[01:36:40]Yeah.

[01:36:41]>> A a i on ice.

[01:36:46]>> A i I us.

[01:36:51]>> Good. And notice that those plurals those plurals are the same. I own ice.

[01:36:58]They're going to always be the same.

[01:37:00]Feminine plurals are not going to change to adas, right? They're going to always stay the same. I own ice.

[01:37:08]>> I us.

[01:37:09]>> Okay, good. So, next time that we start, >> I have to be able to drill you on your your endings. You have to now have mastered everything in unit one.

[01:37:22]>> Cool.

[01:37:23]>> Okay. So, next time I really need I Why does he Oh, somebody put a question.

[01:37:28]Why? Oh, >> one of the voices in my one of the voices in your head is asking about the skipping of the vocative, right? Because you're not going to see the vocative frequently. And if you memorize these paradigms with the vocative, it will throw you off. So, don't. All right.

[01:37:50]Fantastic. Fantastic.

[01:37:52]Standard people. We're trying to make it as standard as as easily remembered as possible. Easily memorized as possible.

[01:38:01]Okay. Another one that you need work on that I'm going to quiz you before we come is page 28.

[01:38:08]>> Page 28.

[01:38:10]Look at the definite articles.

[01:38:12]>> Oh yeah.

[01:38:13]>> Please just go through and say them once for me. In masculine, all of the masculine, then all feminine, then all neuter, and I'll just be listening in.

[01:38:21]Go ahead. Okay.

[01:38:30]And then you want me to do the feminine or the neuter?

[01:38:34]>> Yeah. And I also want you to notice that that nom nominative plural has a rough breathing on it. It's >> Oh, yes. Hoy. Yes. Okay.

[01:38:41]>> Good. Good.

[01:38:49]Tas to tonto.

[01:38:57]Oh, wait. I forgot. Ty. So, yeah. Okay.

[01:39:00]>> T. Beautiful.

[01:39:01]>> I made a note, but I I keep forgetting that. Yeah, >> that's the one correction I was going to make. So, since you made it, see, we're in sync. That's how it should be. Those are the definite articles. You're going to translate those most of the time as the just to get a general idea. And then you're going to work back and say, is this actually a a generalized form? And it should just be a. So don't worry though, you'll learn, they tell you context will tell you how to translate those articles.

[01:39:29]>> Yeah.

[01:39:30]>> So don't don't worry about um >> don't worry about that. And lastly, the last point of grammar that I really wanted to hit, >> okay, >> is on page 20.

[01:39:46]There is a very good diagram that you looked at and I'm sure you're like, "Oh, that's interesting. Is that Oh, yeah.

[01:39:54]>> Is that really going to help or whatnot?" It really is. If you look at the different oblique cases they've got there, that is the >> dative and the accusative. They have those three oblique cases there. They're not listing the nominative, but they're putting them there to show you >> what their relationship is to one another >> and the cosmos. And I'm telling you, this is one of the reasons Mother Greek is so incredible. Look at the box. All of the cases can be related to the positioning of the box. The accusative is a motion toward or into that box. The dative is the existence on or in that box >> and the genative is the exiting the leaving of that box. So accusative direction into dative placement upon and genenative exit out of right movement away from conceptually if you will understand this point you will be able to break down compound verbs >> because you understand exactly how um the Greek mind is working to say look when it comes to movement and position. There are only three pathways that you can take. You can be going towards something, you can be sitting on that something, or you can be going away from it. Do you hear Malina how those are >> that's like basic physics.

[01:41:35]>> Yeah.

[01:41:36]>> Yeah. Right.

[01:41:37]>> It's how they behave.

[01:41:39]>> It's the basics physics of the cosmos baked into the language. The language is expressing that. So they are thinking.

[01:41:47]They are thanking in a way.

[01:41:50]They are thinking in a way that is expressing itself in the language. If you understand how they are thinking, >> it's only because you understood that language. So these little charts that they make of, you know, conceptual, this is what the Greek is doing conceptually.

[01:42:08]They don't they may not seem like they're hugely important at this second, but it will come back to you in the future and you'll be working with the data, for example, and you'll be like, "Oh, I do really see that it means to be positioned upon or at or on something."

[01:42:26]>> And so, it's it'll really help. I just wanted you to see that.

[01:42:30]>> And that was all that was all the grammar. Um, I wanted us not with our few minutes that we've got left, I wanted us not to miss that there are all sorts of notes on the vocabulary after the vocabulary. So, like starting on bottom of page 31 and going to page 32 and 33, >> 34, you've got all of these notes on the vocab. I don't want you to be memorizing anything out of these notes.

[01:42:59]>> Okay?

[01:43:00]the notes are just there to kind of supplement you for all the words that you'll be dealing with. So, for example, at the top of page 32, they give you that little di they give you that little diagram again of the accusative, the dative, and the genative.

[01:43:18]>> And then >> they put prepositions. The accusative preposition ace means into >> the dative preposition. The >> preposition in takes a dative case. they say and it means in or on and then um e meaning out of. So you can see the relationship. They try to set it up for you there >> to see the conceptual side.

[01:43:41]>> That makes more sense.

[01:43:42]>> Yeah, >> you don't have to memorize this material, but if you could just read it just to expose yourself to it, it will help you.

[01:43:51]>> Okay.

[01:43:52]for for next time. We're going to start off with a quiz on those first and second decclenion nouns. I'm going to make sure that you're up to speed, >> okay?

[01:44:03]>> And on the articles, you have to have those memorized. And then you and I will read unit two together emphasizing the big important things that you need to know. And we'll do the same we'll do the same format we did today with unit two.

[01:44:20]>> Okay.

[01:44:21]>> All right. If you're able to translate the sentences at the end of each unit, that's what tells me you can go forward and you are.

[01:44:28]>> Okay.

[01:44:29]>> So, the best way to prep for this would be just for you to sit down and read unit two. Not trying to memorize not trying to memorize yet. Just read it.

[01:44:41]>> Okay?

[01:44:42]>> And then making sure that you have memorized what's in unit one.

[01:44:47]>> Okay? Cool.

[01:44:48]>> It's all going to come back to be reinforced on you and all that kind of stuff.

[01:44:52]>> It was a lot of work today and you hung in there. This is a lot of, you know, this is a lot. So, it's the pace is going to seem like it's getting faster and faster, but the only thing we're doing is reading the chapters together, doing the exercises together. That's it.

[01:45:10]And doing some some testing. Okay.

[01:45:12]>> Awesome. Okay.

[01:45:13]>> All right. All right. And you had some manander today. It wasn't too visly exciting, but um I'll bring in some more a little more interesting. But you know, you you have to see that you can do this. And so that's why they they give you the manander. Okay.

[01:45:31]>> Cool.

[01:45:31]>> All right. All right. I'm going to go.

[01:45:35]Is it clear what you need to do for tomorrow?

[01:45:38]>> Yes. Yeah.

[01:45:39]>> Fantastic. I'll see you tomorrow. Thank you, Maline. Keep it up.

[01:45:43]>> Thank you so much. and and work hard.

[01:45:46]And by the time we get to the 20th unit, you're going to be surprised. You're going to be, "Oh my god, I made it through the whole thing."

[01:45:52]>> Awesome.

[01:45:53]>> Fantastic. Okay. Have a good one.

[01:45:55]>> You too.

[01:45:57]>> Thank you, Alman.

[01:46:04]>> Thank you everybody.

[01:46:06]>> See you guys. I'll catch catch everybody.